Behavior and Learning

8/6/2019 Behavior and Learning

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Types of critical behaviours inorganizations

LEARNING OUTCOMES

Learning theories

Learning process and its implications

Motivation to learn

Transfer of training


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WHAT IS LEARNING? WHAT ISLEARNED?

LearningLearning -- a relatively permanent change inhuman capabilities that is not a result of growth

processes.These capabilities are related to specific learning

outcomes.


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ReinforcementTheory

Social LearningTheory

LEARNING THEORIES

Need Theories

Expectancy Theory

Adult LearningTheory

InformationProcessing Theory


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Reinforcement theory- emphasizes that people aremotivated to perform or avoid certain behaviorsbecause of past outcomes that have resulted from

REINFORCEMENT THEORY

.

Several processes in reinforcement theory are positivereinforcement, negative reinforcement, extinction, andpunishment.


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What should the trainer do? The trainer needs to identify what outcomes the learner

finds most positive and negative.

REINFORCEMENT THEORY

acquiring knowledge, skills, or changing behaviors.

Trainers can withhold or provide job-related, personal,and career-related benefits to learners who master

program content.


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SCHEDULES OF REINFORCEMENT


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Behaviors1 2 3 4 5 6 7 8 9Continuous

SCHEDULES OF REINFORCEMENT

xe ra o

Variable ratio

Fixed interval

Time (Days)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Variable interval


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Social learning theory- emphasizes that peoplelearn by observing other persons (models) whom theybelieve are credible and knowledgeable.

The theor reco nizes that behavior that is reinforced

SOCIAL LEARNING THEORY

or rewarded tends to be repeated. Learning new skills or behavior comes from:

directly experiencing the consequences of using a behavior orskill, or

the process of observing others and seeing the consequencesof their behavior.


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Learning is also influenced by a persons self-efficacy,which is a persons judgment about whether he or shecan successfully learn knowledge and skills.

SOCIAL LEARNING THEORY


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INCREASING EFFICACY

Verbal persuasion Logical verification


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INCREASING EFFICACY

Observation of others (modeling) Past accomplishments


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PROCESSES OF SOCIAL LEARNINGTHEORY


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Goal theories Goal setting theory- assumes that behavior results

from a persons conscious goals and intentions.

GOAL THEORIES

directing energy and attention.

sustaining effort over time.

motivating the person to develop strategies for goal

attainment.


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GOAL THEORIES


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Goal theories Goal setting theory

It is used in training program design.

GOAL THEORIES

trainees with specific challenging goals and objectives. The influence of goal setting theory can be seen in the

development of training lesson plans.


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Goal orientation - the goals heldby a trainee in a learning situation. It includes learning and performance

GOAL THEORIES

.

Learning orientation - trying toincrease ability or competence in atask.

Performance orientation - learners

who focus on task performance andhow they compare to others.


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Goal theories Goal orientation

It affects the amount of effort a trainee will expend in learning

GOAL THEORIES

Learners with a high learning orientation will direct greaterattention to the task and learn for the sake of learning incomparison to learners with a performance orientation.

Learners with a performance orientation will direct more

attention to performing well and less effort to learning.


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NEED THEORIES

Helps to explain the value that a person places on certainoutcomes.

Need - a deficiency that a person is experiencing at anypo nt n t me.

Maslows and Alderfers need theories focused onphysiological needs, relatedness needs, and growthneeds.


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MASLOW HIERARCHY OF NEEDS


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MOTIVATIONAL NEED THEORIES

SelfSelf--actualizationactualization

Maslow Alderfer McClelland

HigherHigherOrderOrder

EsteemEsteemselfself

Need forNeed forAchievementAchievement

Need forNeed for

GrowthGrowth

McGregor

NeedsNeeds

LowerLowerOrderOrderNeedsNeeds

Safety & SecuritySafety & Securityinterpersonalinterpersonalphysicalphysical

owerower

RelatednessRelatedness Need forNeed forAffiliationAffiliation

ExistenceExistence

BelongingnessBelongingness(social & love)(social & love)

PhysiologicalPhysiological

eoryeory

Theory XTheory X


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Need theories Suggest that to motivate learning, trainers should

identify trainees needs and communicate how training

NEED THEORIES

.

If certain basic needs of trainees are not met, they are unlikelyto be motivated to learn.


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EXPECTANCY THEORYIt suggests that a persons behavior is based on three

factors: Expectancies - the link between trying to perform a behavior

and actually performing well.

Instrumentality- a belief that performing a given behavior is.

Valence - the value that a person places on an outcome.


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EXPECTANCY THEORY


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ADULT LEARNING THEORY

i. Adults are autonomous and self-directed.

ii. Adults have accumulated a foundation oflife experiences andknowledge that may include work-related activities, familyresponsibilities, and previous education.

iii. Adults aregoal-oriented.iv. Adults are relevancy-oriented. They must see a reason for learning

something.v. Adults are practical, focusing on the aspects of a lesson most useful

to them in their work.vi. As do all learners, adults need to be shown respect. Instructors must

acknowledge the wealth of experiences that adult participants bringto the classroom.


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ADULT LEARNING: SOURCES OF

MOTIVATION

Social relationships: to make new friends, to meet a need for associations and

friendships.

External expectations: to comply with instructions from someone else; to fulfillthe expectations or recommendations of someone with formal authority.

Social welfare: to improve ability to serve mankind, prepare for service to thecommunity, and improve ability to participate in community work.

Personal advancement: to achieve higher status in a job, secure professionaladvancement, and stay abreast of competitors.

Escape/Stimulation: to relieve boredom, provide a break in the routine of homeor work, and provide a contrast to other exacting details of life.

Cognitive interest: to learn for the sake of learning, seek knowledge for its own

sake, and to satisfy an inquiring mind.


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ADULT LEARNING THEORY


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It gives more emphasis to the internal processes that

occur when training content is learned and retained. It highlights how external events influence learning,

which include:

INFORMATION PROCESSINGTHEORY

affect attention. Informing the learner of the objectives to establish an

expectation. Enhancing perceptual features of the material (stimulus),

drawing the attention of the learner to certain features.


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Information processing theory

It highlights how external events influence learning,which include:

INFORMATION PROCESSINGTHEORY

, , ,

ways to code the training content so that it can be stored inmemory.

Meaningful learning context (examples, problems) creatingcues that facilitate coding.

Demonstration or verbal instructions helping to organize thelearners response as well as facilitating the selection of thecorrect response.


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THE LEARNING PROCESS


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THE LEARNING STYLES


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Instruction - trainers manipulation of the environment in order to help

trainees learn. The training context - the physical, intellectual, and emotional environment

in which training occurs. Practice - physical or mental rehearsal of a task, knowledge, or skill to achieve

proficiency in performing the task or skill or demonstrating the knowledge.

THE LEARNING PROCESS

e acogn on - n v ua con ro over one s n ng.

Two ways that individuals engage in metacognition are monitoring and control. Advance organizers - outlines, texts, diagrams, and graphs that help trainees

organize the information that will be presented and practiced. Overlearning - Continuing to practice even after being able to perform the

objective several times.

Error management training - giving trainees opportunities to make errorsduring training; provides the opportunity for trainees to engage inmetacognition.

Communities of practice - groups of employees who work together, learnfrom each other, and develop a common understanding of how to get workaccomplished.


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WHAT TO CONSIDER DURINGTRAINING?


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A MODEL OF THE TRANSFERPROCESS

Trainee Characteristics

Training Design

MotivationAbility

Work Environment

Create a Learning Environment

Apply Theories of Transfer

Use Self-Management Strategies

Climate for Transfer

Management and Peer Support

Opportunity to Perform

Technological Support

Learning

Retention

Generalization

andMaintenance


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TRANSFER OF TRAINING THEORIES

Theory Emphasis Appropriate Conditions Type of Transfer

Identical Elements Training environment is

identical to work

environment

Work environment features

are predictable and stable

E.g. training to use

e ui ment

Near

StimulusGeneralization

General principles areapplicable to many

different work situations

Work environment isunpredictable and highly

variable

E.g. training in interpersonal

skills

Far

Cognitive Theory Meaningful material andcoding schemes enhance

storage and recall of

training

All types of training andenvironments

Near and far


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WORK ENVIRONMENT

CHARACTERISTICS INFLUENCINGTRANSFER OF TRAINING

Climate for Manager

PeerSupport

Opportunity toUse LearnedCapabilities

TechnologicalSupport


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ORGANIZATIONAL ELEMENTS THATENCOURAGE TRANSFER

The LearningThe Learning

OrganizationOrganization

Knowledge andKnowledge andKnowledgeKnowledge

ManagementManagement


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KEY FEATURES OF A LEARNING

ORGANIZATION (1 OF 2)

Feature DescriptionContinuous Learning Employees share learning with each other

Use job as a basis for applying and creatingnow e ge

Knowledge Generation andSharing

Systems are developed for creating,capturing, and sharing knowledge

Critical SystematicThinking Employees are encouraged to think in newways, see relationships and feedback loops,and test assumptions


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Feature Description

Learning Culture Learning is rewarded, promoted, and supported bymanagers and company objectives

KEY FEATURES OF A LEARNING

ORGANIZATION (2 OF 2)

Encouragement of Flexibility and

Experimentation

Employees are free to take risks, innovate, explore

new ideas, try new processes, and develop new

products and services

Valuing of Employees System and environment focus on ensuring the

development and well-being of every employee


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FOUR MODES OF KNOWLEDGESHARING

Tacit Knowledge Explicit Knowledge

TO

Socialization Externalization

Internalization Combination

TacitKnowledge

ExplicitKnowledge

F

ROM


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Behavior and Learning